CumInCAD is a Cumulative Index about publications in Computer Aided Architectural Design supported by the sibling associations ACADIA, CAADRIA, eCAADe, SIGraDi, ASCAAD and CAAD futures
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This paper will give a short history of IGES, discuss its reason for being, list its strengths and weaknesses, examine its inner workings, and introduce the current effort of the IGES committee: a total "Product Design Exchange Specification", PDES (and internationally as STEP). It will also discuss the techniques used by the PDES application committees to model their various products, and give a case study of the effort of the AEC committee in modeling an architectural "product".
The paper will conclude with the opinions on the future of IGES by the author (a four year member of the IGES/PDES organization).
Viewing a three dimensional computer model from many vantage points and through animation sequences, presents buildings and their surrounding environments as a sequence of spaces and events, rather than as static objects or graphic abstractions. Three dimensional modeling at the earliest stages of design tends to increase the spatial and formal properties of early building design studies, and diminishes the dominance of plan as the form giver.
The following paper is based upon the work of second, third and fifth year architectural students who have engaged in architectural design through the use of microcomputer graphics. In each case they entered the architectural studio with virtually no computer experience. Although the assigned architectural projects were identical to those of other "conventional" architectural studios, their design work was accomplished, almost solely, using four different types of graphic software: Computer-Aided Drafting, 3-Dimensional Modeling, Painting and Animation programs. Information presented is based upon student surveys, semester logs, interviews, impressions of external design critics, and the comparison of computer based and conventional studio final presentations.
The paper argues that, through the use of the computer, the whole nature of Architectural History, as it is currently taught in schools of architecture, will need to be changed and that a more pragmatic, hands- on approach to the subject will have to be adopted. Thus we advocate that the computer, the tool of today and the future, will allow students to experience architecture in the way they did in the past, from the Grand Tour to the architectural apprenticeship, aU before the introduction of architectural academies.
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